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Notes: I am going to start off the instructional portion of the lesson with a few guided notes. For guided notes, I like to cover important words or phrases within the notes to allow for good discussion. In this case, the notes start off with – Results from random samples can be used to make ___________________; the blank is a great opportunity for me to open the floor to the students and get their insight on why we use random sampling – what was the point of the past couple lessons? Why do people conduct random samples? Random sampling is a huge part of the real world, and how companies work - this lesson really brings in the real world applications, MP2 and MP 4. After we complete the first few notes, I have put a sidebar conversation piece onto the notes – why is it important the results we are using came from a random, unbiased sample? This conversation piece will allow me to reinforce the learning from the past couple of days, and again will open the door for good discussion. Would it make sense to make predictions off of biased data? Could I really determine how many students planned to attend the dance if I only surveyed 6th grade girls?

After the notes I will move into a few example problems. For these example problems, I am going to give the groups time to just talk them through and struggle a bit. I will assist those groups who struggle to get started at all, but my role here is going to be very hands off – I want the students to persevere in solving the problems, not look to me for all of the answers. As groups finish the problems, I will call on volunteers to work out and explain their reasoning at the board. During this time, students know that it is my expectation that they are checking their own work, and raising their hand to ask questions or make suggestions.

Table Challenge: Next, I will move into a short table challenge. I will have students get the white board, marker and rag out of their basket and flip their notes page to the back. The policy for white board table challenges in my room is that one student works on the board, while all other students work in the appropriate space on their notes page – and all students at the table share their answers and critique one another's reasoning, MP 3, and have discussion during the “talk” time. Groups will persevere with problems without my assistance, MP1. Since this activity is competitive, it doesn't seem mean that I am not willing to jump in and give them all the answers!! When I call time, groups raise their board and those groups with correct responses get a point. If any tables have incorrect responses, I call on a group with a correct response to share their reasoning and work – and that group gets an extra point.

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Big Idea:
How can the wording of a question influence how people respond? Students learn about biased and unbiased questions, revise the questions they create in the previous lesson, and agree on procedures for administering the survey.